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PubMed1983

Learning disabled boys' performance and self-assessments on physical fitness tests.

30 learning disabled boys drawn from a segregated private school for learning disabled children and 22 from a public school mainstream program and 22 nondisabled boys performed two physical fitness tests, sit-ups and shuttle run in one of two conditions. While normal achievers performed significantly better on one of the tests, there were no differences between the two samples of learning disabled youngsters. However, students' comparisons of their performance with classmates' indicated that learning disabled youngsters in the private school ranked themselves more favorably than those in mainstream classrooms.

Adolescent↗
PubMed1993

Dysrationalia: a new specific learning disability.

The concept of selective deficit is the foundation of most conceptual definitions of learning disability. Such definitions have tended to implicate the construct of intelligence in the conceptualization of learning disability and have led to the use of IQ test scores to operationalize the notion of aptitude-achievement discrepancy. The learning disabilities field is only beginning to grapple with the implications of its reliance on the concept of psychometrically defined intelligence. For example, discrepancy-based definitions of learning disabilities guarantee that such disabilities will become more or less prevalent depending on the comprehensiveness of the set of skills assessed on IQ tests. Unlike the vernacular concept of intelligence--which is quite broad--psychometric operationalizations reflect only a thin slice of the mental domain that might be considered cognitive. Thus, it is possible that we have not exhausted the potential set of discrepancy-based disabilities. As a demonstration proof, a new discrepancy-based disability category is proposed and defended in this paper. The disability is one that may force more careful consideration of the role that intelligence plays in conceptual and operational definitions of learning disabilities.

Child↗
PubMed1995

Podiatric disorders among children with Down syndrome and learning disability.

This study investigated podiatric pathology in seven- to 14-year-old children with Down syndrome (DS) and non-Down syndrome learning-disabled and non-learning-disabled age-matched controls. Several conditions, including pes planus, fissures, split toenails, increased plantar flexed first ray and a wide hallucal cleft were found to be more common in the DS group. Pes cavus and foot rigidity were more common in the non-DS learning-disabled group. In all groups the majority of children wore laced shoes, which were most ill-fitting among children with a learning disability. Approximately one-third in each group had abnormal foot-pressure prints. Greater care and professional awareness of podiatric pathology in children with learning disability is recommended.

Adolescent↗
PubMed1997

A naturalistic study of the use of vigabatrin, lamotrigine and gabapentin in adults with learning disabilities.

Epilepsy is a common condition in people with learning disabilities with many patients continuing to suffer from seizures despite antiepileptic drug (AED) treatment. Although the advent of newer AEDs offers hope for better treatment, there is a need to compare the efficacy of each new AED in adults with both drug-resistant epilepsy and learning disabilities. This retrospective casenote study involves the analysis of the outcome for those adults with learning disabilities treated with either vigabatrin, lamotrigine or gabapentin. The information obtained from the casenote analysis was used to both compare the efficacies of the three drugs and also the side-effects and drop-out rates, including reasons for drop-out. The total number of patients involved was 51 who underwent 71 treatment episodes. All three AEDs had similar efficacies. Although vigabatrin was found to be associated with a higher incidence of behaviour problems, behaviour problems occurred with the other drugs as well. Lamotrigine caused increased seizures in 24% of patients, especially when prescribed at a higher dose. Gabapentin appeared to be associated with fewer serious side-effects.

Acetates↗
PubMed2000

Psychiatric symptoms in adults with learning disability and challenging behaviour.

BACKGROUND: In people with learning disability one of the most frequent reasons for psychiatric referral is challenging behaviour. AIMS: To determine what proportion of people with challenging behaviour actually have psychiatric symptoms. METHOD: Using an instrument specifically designed for use by informants, a sample of 320 people with administratively defined learning disability, with and without challenging behaviour, was surveyed for the presence of psychiatric symptoms. RESULTS: Increasing severity of challenging behaviour was associated with increased prevalence of psychiatric symptoms, depression showing the most marked association. Anxiety symptoms were associated with the presence of self-injurious behaviour. CONCLUSIONS: There is clearly the potential for reducing challenging behaviour by improved identification and treatment of coexisting psychiatric disorders. The possibility of modifying diagnostic criteria for depression in people with learning disability, by including aspects of challenging behaviour, merits attention.

Adolescent↗
PubMed1980

Excessive postrotary nystagmus duration in learning-disabled children.

The Southern California Sensory Integration Test results of 109 learning-disabled children were reviewed and analyzed to investigate the hypothesis that learning-disabled children with excessive postrotary nystagmus durations display greater neuropsychological impairment than learning-disabled children with normal or depressed postrotary nystagmus. The findings supported the hypothesis that learning-disabled children judged to have relatively greater neuropsychological involvement exhibited significantly longer postrotary nystagmus durations. Data analysis revealed that six Southern California Sensory Integration Tests assumed to measure cortical level functions shared significant variance with excessive Southern California Postrotary Nystagmus Test (SCPNT) scores. A similar relationship was not found for normal or depressed SCPNT scores. A connection between cortical level versus brain-stem level central nervous system dysfunction, nystagmus, and learning disorder is discussed.

Child↗
PubMed1981

Social perspective-taking and adjustment in emotionally disturbed, learning-disabled, and normal children.

Preadolescent emotionally disturbed, learning-disabled, and normal boys were compared on social perspective-taking and behavioral measures to examine possible contributions of social cognitive deficits to children's adjustment problems. Antisocial-prosocial and withdrawn-gregarious behavior dimensions were studied through subscales derived from teacher ratings. Results indicated that across all groups, high perspective-taking was associated with significantly less withdrawal than was low perspective-taking; within groups, this finding was significant only for the emotionally disturbed boys. Contrary to theoretical assumptions, antisocial behavior was not significantly related to perspective-taking across the sample. Among emotionally disturbed boys, relatively higher affective perspective-taking was significantly correlated with higher antisocial behavior. This positive correlation for the emotionally disturbed group was significantly different from the nonsignificant negative correlation between antisocial behavior and perspective-taking among normals. Findings for learning-disabled boys were intermediate between results for emotionally disturbed and normal boys on both perspective-taking and behavioral measures, and the learning-disabled group generally did not differ significantly from either other group. Theoretical and clinical implications of the findings are discussed.

Affective Symptoms↗
PubMedDate not supplied

The postschool adjustment of persons with learning disabilities: current status and future projections.

Recent research on the adult status of individuals with learning disabilities was reviewed. It was found that learning disabilities persist into adulthood, that manifestations of learning disabilities in adulthood are different than in childhood, and that many adults with learning disabilities are not independent or self-sufficient. These findings are related to the changes American society is currently undergoing, particularly changes in the workplace. Implications for teachers are discussed.

Activities of Daily Living↗
PubMedDate not supplied

The needs of older people with learning disabilities.

There has been a growing realization that the needs of older people with learning disabilities are not being met. There has been little attention paid in nursing literature to the needs of this client group. This article will explore the issues about older people with learning disabilities and highlight some of the important areas that learning disability nurses may need to address. It is evident that there needs to be more collaboration between a range of different services and professionals. Areas of good practice can be used in developing innovative and flexible services, which are client led. Learning disability nurses may need to update their skills and knowledge and develop a 'critical practice' approach to meet the many challenges that older people with learning disabilities may pose.

Aged↗
PubMedDate not supplied

A report of cognitive, academic, and linguistic profiles for college students with and without learning disabilities.

A comparison of cognitive, academic, and linguistic profiles for 74 college students with learning disabilities and 37 college students without learning disabilities resulted in significant differences in achievement for reading, writing, listening, and speaking. No significant differences were found for gender or the presence of a Verbal-Performance split in cognitive ability. Instruments for measuring academic and linguistic skills were similar in their ability to classify students with and without learning disabilities. These findings support the importance of using measures of multidimensional attributes, including language, for making decisions concerning the criteria for learning disabilities.

Achievement↗
PubMed1979

Association between nystagmus hyporesponsivity and behavioral problems in learning-disabled children.

This study explored the hypothesis that an association exists between postrotary nystagmus hyporesponsivity and behavioral problems in learning-disabled children. Supporting this conclusion was the finding that the learning-disabled boys rated by teachers as displaying the most socially inappropriate behaviors had significantly lower postrotary nystagmus durations than other learning-disabled boys. In addition, near significant associations were obtained between subnormal nystagmus functioning and socially inappropriate responding for boys and girls combined. Learning-disabled girls were evaluated as responding significantly more appropriately than learning-disabled boys, while having significantly shorter postrotary nystagmus durations; thus, sex of a child may be an important variable in determining relationships between psychological characteristics and hyporesponsive nystagmus. Additional research is needed in this area because of a number of limitations to this study; however, these results present further suggestive evidence that learning-disabled children can be categorized according to characteristics of their postrotary nystagmus.

Child↗
PubMed1991

Attitude, anxiety, and social readjustment toward learning disabilities by student teachers.

84 student teachers from undergraduate classes at a western university in Kansas completed a 9-question checklist of learning disabilities before interacting with a behavioral disordered/learning disabilities teacher, a paraprofessional, and a high school learning-disabled student. After the dialog, the student teachers completed a Social Readjustment Rating Scale, Breskin Rigidity Test, the Self-evaluation Questionnaire: State and Trait Anxiety, and the same 9-question checklist with one additional question ("Now that you have seen a learning-disabled student has it affected your opinion of learning disabilities?"). The dialog affected 63% of the students' opinions while 31% stated the presentation did not affect their opinion (6% were missing or not completed). Persons who experienced more life-changes and problems tended to rate or view learning disabilities more negatively. The more trait anxiety experienced by the students, the lower they rated learning disabilities after the presentation.

Adolescent↗
PubMed2000

Field dependence versus field independence of students with and without learning disabilities.

The Group Embedded Figures Test of Oltman, Raskin, and Witkin was administered to 60 high school students (30 with learning disabilities and 30 without learning disabilities) to measure their cognitive styles of field dependence versus field independence. The analysis showed that the students with learning disabilities scored as more field dependent than those without learning disabilities.

Adolescent↗
PubMed1991

Interpretation of emotion from facial expressions in children with and without learning disabilities.

The accuracy and time required for children with and without learning disabilities to interpret emotions when restricted to information from facial expressions, and the accuracy of those interpretations, were investigated. Ninety-six children participated; an equal number of males and females were included in both learning categories and age levels. Accuracy and response time on a modified version of Pictures of Facial Affect were recorded for the emotions of fear, sadness, surprise, anger, happiness, and disgust, as well as for the entire task. Three-way ANOVAs revealed children with learning disabilities to (a) be less accurate interpreters of emotion and (b) spend more time identifying specific emotions. Both age and sex influenced response time: Younger subjects required more time to interpret the emotions of fear and anger; males spent more time interpreting happiness. Younger females with learning disabilities displayed difficulty in interpretation, and older children with learning disabilities (particularly males) were rapid, but often inaccurate, interpreters of emotion.

Adolescent↗